W (A) Introductions and Overview
Stress leveling up and maturing into learning
HW: Bring SR An Elephant in the Garden to class tomorrow if you have it.
Th (B) Introduction to independent reading
Reading Response (sticky notes, one for each book): How did it feel to read your summer reading selections? What made them challenging and interesting? What made them difficult or confusing? Were they "just right" for you, or do you need something a level above or a level below?
Collect sticky notes onto chart for Elephant in the Garden: too easy, too hard, just right. Use second sticky note as a jumping off point to write long about "just right" reading in your Reading Response book (composition notebook) about your Haddix book selection.
Discussion: Choosing "just right" books for you (chart this)
What makes a book feel like the "right fit" for you?
How do you know a book feel like a comfortable fit that will challenge you just the right amount room to grow into?
Could you talk to a friend about what happens (choose a random page)?
Are you still thinking about the book?
How do you know a book is too hard? (confusing beyond understanding, more than 5 words on a page that you don't understand)
How do you know a book is too easy? (characters are familiar, undeveloped, "comfort read" that doesn't challenge you, same old plot)
Does the book interest you with something new rather than the same old, same old?
Instructions for choosing independent reading books:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter.
After you have made your selection, you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Enhance your summer reading responses with more details and examples (click on "reply" to your original response in Collaborize). Answer any questions you have been asked in reply to your response.
Friday, August 23 Instructions for Students
1. When the teacher hands out your vocabulary workbook, Wordskills (Red), you can begin working silently on Unit 1. Use classroom dictionaries as needed. Students can also take turns logging in to vocabulary.com on the two classroom desktops using the information below. Remember, you do not need an account in order to access the lists.
2. The teacher will call on students in groups of 2-3 to select independent reading books. See instructions below:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter. If you do not remember how to choose a "just right" book, consult the chart we created in class.
After you have made your selection (including selections you may have brought from home), you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read approximately 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Independent Reading, 20-30 minutes per night; as you read over the weekend, I want you to think about what captures your interest in the book you have chosen, what confuses or mystifies you, and what causes you to wonder or ask questions. Be ready to talk/write about these things on Monday.
M 26 (D Day)
1. Record data from your independent reading in your reading notebook:
Author/Title (Level?)
Dates Pages Read Time Spent
Add a comment or question from your reading experience. Example: Which characters most interest you, and why? Refer to something specific from the book.
Continue working on your independent reading OR your vocabulary (unit 1 on vocabulary.com) while I check your reading data. ADD Reading Level to inside cover.
2. Do's and don'ts for writing comments online (make these as a chart, collective effort)
What is "professional discourse"?
What is the point of a comment?
What kind of comments do you find helpful?
What kind of comments are appropriate for class? Hints: Comments are NOT editing remarks. YOUR comments are NEVER "teacher" comments -- do not make corrections or "grade" the comments in any way!
HW: Write one comment for each question on the Summer Reading. Respond to different people -- "share the love." Do not add a comment if a lot of comments are already there, especially if you have nothing else to add to the conversation.
Tuesday, August 26 (E Day)
1. Grammar Preview
Hand out grammar books and have students put their names in them.
Sentence Fragments
Not a good idea.
Run-on Sentences
Usually students create lots of run-on sentences they do this when they don't take the time to listen for natural pauses or they just don't stop and think about where a sentence actually starts and stops and the result is that their writing becomes difficult to read and the idea they may be trying to convey gets lost in the process.
Combining Sentences
(a) by inserting words and phrases
(b) by using connecting words
Example:
My cat is in big trouble. He escaped from my house this morning. I had to stalk him for 20 minutes. Then I caught him.
Improving sentence style (break up stringy sentences, tighten up, cut out "air," and replace wordy phrases with a single word)
Example:
My cat is in big trouble if you know what I mean and the reason is because he found he could escape through the front door from my house when I was distracted and not looking and then he ran around and hid in the neighbor's bushes so I had to chase him and stalk him for a long time until I finally caught him and put him back inside my house
HW: Do the grammar lesson for Chapter 8 online at home tonight. You will find it under "Resources" for your class on the Portal.
Wednesday, August 28, 2013
Congrats if you made it to the "flipped" grammar lesson. Unfortunately, I was not able to upload -- so you saw a notice to that effect. Let's hope for better results next time. I'll do better to have it uploaded before the homework day.
Use this day to work independently in your grammar book (Chapter 8) or your vocabulary book (Unit 1).
We will have a quiz on Chapter 8 tomorrow.
You can take the Unit 1 vocabulary quiz during SH today or after the grammar quiz tomorrow, or you can make arrangements to take it another day next week.
Thursday, August 29, 2013
1. 10 mins. to finish Chapter 8. Questions? Last chance for students with physical SR responses to get comments. TURN IN TODAY!
2. Discuss pacing and 1/2 hour rule.
3, Grammar quizzes for those who are ready
Vocabulary quizzes
Independent reading
Friday, August 30, 2013
Vocabulary quizzes, Unit 1
Grammar quizzes, chapter 8
Independent reading
Note SR that is incomplete or not turned in. Select books for independent reading? (Note: reading is a commitment to your learning. Sign notebook with name, date, book chosen.)
According to Wikipedia, Shiva is the Supreme God in different aspects of Hinduism: "the creator, preserver destroyer, concealer, revealer (to bless)."
Overnight Discussion Question: Discuss with your family the things you can do (action verbs) when you are learning.
Make a list of learning verbs for class tomorrow.
Brainstorm responses to the following statement: Learning is…
Put both in your composition notebook.
F (C)
Discuss picture.
By E. A. Rodrigues [Public domain], via Wikimedia Commons
Discussion:
How is learning related to language?
What did you learn from the books you read for your Summer Reading assignments?
What did the language in those books teach you?
How is language an art?
Introduce “Self-Portrait as Reader” project
Use your notes from last nigh to review list of verbs from homework and make selections; sketch designs in composition notebook; make a materials list for next week. (Take pictures as they are doing this.)
6A (Double Block) Brain Break: Pizza pass Use the rest of the period for independent reading.
Week 2 (August 27-31) “Self-Portrait as Learner” Project
M (D)
Learning Teams Meet: Define roles and goals
Collect summer reading assignments (+1, last chance)
Double block (section B): use the rest of the period for independent reading.
T (E)
5A (Double Period): Complete “Self-Portrait as Learner” project (collage portion);
finish as Homework for Thursday if needed; independent reading
5B Complete “Self-Portrait as Learner” project (collage portion); finish as Homework for Thursday if needed
W (F) Camp Allen Field Trip
Th (A)
Work on essay portion of "Self-Portrait as Learner" project; finish as HW for Friday if needed Instructions: 1. Open a document in Word. Do not change margins. Single space in 14 pt. Times New Roman FONT only (for display purposes). 2. Write an essay in which you paint a portrait of yourself as a learner. Keep in mind that you are creating a picture in words of how you learn. Describe your learning process, and show with concrete detail what your learning looks like and feels like. That means using as many specific NOUNS AND VERBS as possible. Hint: It may help to think of yourself as a character in a story, to set a scene in which you are learning something specific, and to let the story unfold. Remember that your reader will not see or feel or understand your thoughts if you do not share them. We cannot read your mind! 3. Make sure that you mention concrete details that relate to your collage. You do not have to explain directly; rather, your reader should understand your collage better because of the details you have included in your essay. 3. Conclude with an overall sense of who you are as a learner, someone who is individual and different from everyone else. 4. Save to your "home" drive and PRINT to the US Library (TWO COPIES, PLEASE!) If you want an additional backup, save to a USB drive or send your essay to yourself as an email (if you have an email account).
F (B)
Continue work on projects; all unfinished projects must be completed for Tuesday.
W (A) Introductions and Overview
Stress leveling up and maturing into learning
HW: Bring SR An Elephant in the Garden to class tomorrow if you have it.
Th (B) Introduction to independent reading
Reading Response (sticky notes, one for each book): How did it feel to read your summer reading selections? What made them challenging and interesting? What made them difficult or confusing? Were they "just right" for you, or do you need something a level above or a level below?
Collect sticky notes onto chart for Elephant in the Garden: too easy, too hard, just right. Use second sticky note as a jumping off point to write long about "just right" reading in your Reading Response book (composition notebook) about your Haddix book selection.
Discussion: Choosing "just right" books for you (chart this)
What makes a book feel like the "right fit" for you?
How do you know a book feel like a comfortable fit that will challenge you just the right amount room to grow into?
Could you talk to a friend about what happens (choose a random page)?
Are you still thinking about the book?
How do you know a book is too hard? (confusing beyond understanding, more than 5 words on a page that you don't understand)
How do you know a book is too easy? (characters are familiar, undeveloped, "comfort read" that doesn't challenge you, same old plot)
Does the book interest you with something new rather than the same old, same old?
Instructions for choosing independent reading books:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter.
After you have made your selection, you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Enhance your summer reading responses with more details and examples (click on "reply" to your original response in Collaborize). Answer any questions you have been asked in reply to your response.
Friday, August 23
Instructions for Students
1. When the teacher hands out your vocabulary workbook, Wordskills (Red), you can begin working silently on Unit 1. Use classroom dictionaries as needed. Students can also take turns logging in to vocabulary.com on the two classroom desktops using the information below. Remember, you do not need an account in order to access the lists.
**Vocabulary.com**
www.vocabulary.com
STMES Red Unit 1
https://www.vocabulary.com/lists/291326
STMES Red Unit 2
https://www.vocabulary.com/lists/291328
STMES Red Unit 3
https://www.vocabulary.com/lists/291330
2. The teacher will call on students in groups of 2-3 to select independent reading books. See instructions below:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter. If you do not remember how to choose a "just right" book, consult the chart we created in class.
After you have made your selection (including selections you may have brought from home), you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read approximately 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Independent Reading, 20-30 minutes per night; as you read over the weekend, I want you to think about what captures your interest in the book you have chosen, what confuses or mystifies you, and what causes you to wonder or ask questions. Be ready to talk/write about these things on Monday.
M 26 (D Day)
1. Record data from your independent reading in your reading notebook:
Author/Title (Level?)
Dates Pages Read Time Spent
Add a comment or question from your reading experience. Example: Which characters most interest you, and why? Refer to something specific from the book.
Continue working on your independent reading OR your vocabulary (unit 1 on vocabulary.com) while I check your reading data. ADD Reading Level to inside cover.
2. Do's and don'ts for writing comments online (make these as a chart, collective effort)
What is "professional discourse"?
What is the point of a comment?
What kind of comments do you find helpful?
What kind of comments are appropriate for class?
Hints:
Comments are NOT editing remarks.
YOUR comments are NEVER "teacher" comments -- do not make corrections or "grade" the comments in any way!
HW: Write one comment for each question on the Summer Reading. Respond to different people -- "share the love." Do not add a comment if a lot of comments are already there, especially if you have nothing else to add to the conversation.
Tuesday, August 26 (E Day)
1. Grammar Preview
Hand out grammar books and have students put their names in them.
Not a good idea.
Usually students create lots of run-on sentences they do this when they don't take the time to listen for natural pauses or they just don't stop and think about where a sentence actually starts and stops and the result is that their writing becomes difficult to read and the idea they may be trying to convey gets lost in the process.
- Combining Sentences
(a) by inserting words and phrases(b) by using connecting words
Example:
My cat is in big trouble. He escaped from my house this morning. I had to stalk him for 20 minutes. Then I caught him.
Example:
My cat is in big trouble if you know what I mean and the reason is because he found he could escape through the front door from my house when I was distracted and not looking and then he ran around and hid in the neighbor's bushes so I had to chase him and stalk him for a long time until I finally caught him and put him back inside my house
HW: Do the grammar lesson for Chapter 8 online at home tonight. You will find it under "Resources" for your class on the Portal.
Wednesday, August 28, 2013
Congrats if you made it to the "flipped" grammar lesson. Unfortunately, I was not able to upload -- so you saw a notice to that effect. Let's hope for better results next time. I'll do better to have it uploaded before the homework day.
Use this day to work independently in your grammar book (Chapter 8) or your vocabulary book (Unit 1).
We will have a quiz on Chapter 8 tomorrow.
You can take the Unit 1 vocabulary quiz during SH today or after the grammar quiz tomorrow, or you can make arrangements to take it another day next week.
Thursday, August 29, 2013
1. 10 mins. to finish Chapter 8. Questions? Last chance for students with physical SR responses to get comments. TURN IN TODAY!
2. Discuss pacing and 1/2 hour rule.
3, Grammar quizzes for those who are ready
Vocabulary quizzes
Independent reading
Friday, August 30, 2013
Vocabulary quizzes, Unit 1
Grammar quizzes, chapter 8
Independent reading
Note SR that is incomplete or not turned in.
Select books for independent reading? (Note: reading is a commitment to your learning. Sign notebook with name, date, book chosen.)
According to Wikipedia, Shiva is the Supreme God in different aspects of Hinduism: "the creator, preserver destroyer, concealer, revealer (to bless)."
Overnight Discussion Question: Discuss with your family the things you can do (action verbs) when you are learning.
F (C)
Discuss picture.
Discussion:
How is learning related to language?
What did you learn from the books you read for your Summer Reading assignments?
What did the language in those books teach you?
How is language an art?
Introduce “Self-Portrait as Reader” project
Use your notes from last nigh to review list of verbs from homework and make selections; sketch designs in composition notebook; make a materials list for next week. (Take pictures as they are doing this.)
Collect summer reading (+1).
6A (Double Block)
Brain Break: Pizza pass
Use the rest of the period for independent reading.
Week 2 (August 27-31)
“Self-Portrait as Learner” Project
M (D)
Learning Teams Meet: Define roles and goals
Collect summer reading assignments (+1, last chance)
Double block (section B): use the rest of the period for independent reading.
T (E)
5A (Double Period): Complete “Self-Portrait as Learner” project (collage portion);
finish as Homework for Thursday if needed; independent reading
5B Complete “Self-Portrait as Learner” project (collage portion); finish as Homework for Thursday if needed
W (F) Camp Allen Field Trip
Th (A)
Work on essay portion of "Self-Portrait as Learner" project; finish as HW for Friday if needed
Instructions:
1. Open a document in Word. Do not change margins. Single space in 14 pt. Times New Roman FONT only (for display purposes).
2. Write an essay in which you paint a portrait of yourself as a learner. Keep in mind that you are creating a picture in words of how you learn. Describe your learning process, and show with concrete detail what your learning looks like and feels like. That means using as many specific NOUNS AND VERBS as possible. Hint: It may help to think of yourself as a character in a story, to set a scene in which you are learning something specific, and to let the story unfold. Remember that your reader will not see or feel or understand your thoughts if you do not share them. We cannot read your mind!
3. Make sure that you mention concrete details that relate to your collage. You do not have to explain directly; rather, your reader should understand your collage better because of the details you have included in your essay.
3. Conclude with an overall sense of who you are as a learner, someone who is individual and different from everyone else.
4. Save to your "home" drive and PRINT to the US Library (TWO COPIES, PLEASE!) If you want an additional backup, save to a USB drive or send your essay to yourself as an email (if you have an email account).
F (B)
Continue work on projects; all unfinished projects must be completed for Tuesday.